The first features Derek Wenmoth giving a great overview of learner agency. This extended my thinking and made me reconsider the scope of learner agency beyond just the student and their self-regulated ‘power to act’.
In particular, that agency is interdependent and has a dimension of social connectedness. i.e. It is:
…not just about a learner in isolation doing their own thing and what suits them. Learners must develop an awareness that there are consequences for the decisions they make and actions they take, and will take account of that in the way(s) they exercise their agency in learning.
Every decision a learner makes, and action she or he takes, will impact on the thinking, behaviour or decisions of others – and vice versa. You can’t just act selfishly and call that acting with agency.
I had not considered these areas within the domain of agency. I had only really considered agency from the learner as an individual – thanks for prompting me to make these connections! Thanks for the new word too – agentic.
A second resource via the 10 Trends site is Motivation, Engagement, and Student Voice, with the Executive Summary being a quick and easy read. The graphic on page 3 captured simply the degrees of student voice in school activities – an easy starting point for professional discussion and review. Where would you place our school on this continuum? Where would you place your classroom? What changes would you need to make in your practice to move from Expression to Partnership? From Participation to Leadership?
A challenge for me from this report was the discussion based around students having the ability to disengage with digital distractions.
Recent research has shown that the “noise” of myriad digital distractions threatens productivity and cognitive complexity in learning.
Recent brain research reveals that our brains are indeed capable of doing many things simultaneously as long as those things do not require much complexity and the costs for making errors is low… …In short, multitasking hinders the deepest forms of engagement our brains need to learn complex things.
Challenging because of my firm beliefs around the effective use of technologies in teaching and learning. It would seem as though technology is taking the blame here for students being unable to develop their own self-regulatory competencies. Surely though, students have been distracted from their learning long before the prevalent use of technology in schools? The key for me is that there is still a need for the deliberate teaching and/or supporting of students to develop these skills and awarenesses but not, I would suggest through strategies such as “…outside restrictions via teacher (and parent) monitoring”.
I think that a read of the full report may shed some more light on this area.
A good connection though was the the discussion around “…helping students to experience their own minds in this way is one of the most powerful contributions we can make to their development and learning.”I can see some parallel threads of thinking here from another current read, Quiet Leadership by David Rock, who asks, “How can I best help you with your thinking?”
So what/now what? Currently as a staff and community we are heading into some deep thinking about our core beliefs and approaches to teaching and learners i.e. those foundation principals that drive a school’s curriculum design and approaches to making our students develop the knowledge, skills and competencies for life-long learning. To me, learner agency, and everything that is required to scaffold students to get there, is one core belief/approach that will enable our students. These resources will be a great starting point for discussion and direction.